Publication statistics
Pub. period:1996-2011
Pub. count:20
Number of co-authors:32
Co-authors
Number of publications with 3 favourite co-authors:
Judy Robertson:7Katherine Howland:3Geraldine Fitzpatrick:3 Productive colleagues
Judith Good's 3 most productive colleagues in number of publications:
Steve Benford:121Geraldine Fitzpatr..:50Andrew J. Ko:29
“
Knowledge is commonly socially constructed, through collaborative efforts towards shared objectives or by dialogues and challenges brought about by different persons' perspectives.
”
-- G. Salomon (in "Distributed Cognitions: Psychological and Educational Considerations")
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Judith Good
Publications by Judith Good (bibliography)
Balaam, Madeline, Fitzpatrick, Geraldine, Good, Judith and Harris, Eric (2011): Enhancing interactional synchrony with an ambient display. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 867-876.
“Nonverbal communication is an essential part of face-to-face social interaction, conveying information about emotion and interpersonal relationships. The rigorous sensing capabilities of pervasive technologies and the subtle nature of ambient technologies make them ideal to support the production of nonverbal communication in social interactions. In this paper we present a study using an ambient technology that supports nonverbal communication, and specifically nonverbal behaviours associated with rapport. We show that an ambient display can influence a participant's nonverbal behaviour, and that participants are not aware of this change in their behaviour. We discuss these findings in terms of the design and ethical issues that it raises, and define an agenda for future work.”
© All rights reserved Balaam et al. and/or their publisher
White, Gareth R., Mirza-babaei, Pejman, McAllister, Graham and Good, Judith (2011): Weak inter-rater reliability in heuristic evaluation of video games. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 1441-1446.
“Heuristic evaluation promises to be a low-cost usability evaluation method, but is fraught with problems of subjective interpretation, and a proliferation of competing and contradictory heuristic lists. This is particularly true in the field of games research where no rigorous comparative validation has yet been published. In order to validate the available heuristics, a user test of a commercial game is conducted with 6 participants in which 88 issues are identified, against which 146 heuristics are rated for relevance by 3 evaluators. Weak inter-rater reliability is calculated with Krippendorff's Alpha of 0.343, refuting validation of any of the available heuristics. This weak reliability is due to the high complexity of video games, resulting in evaluators interpreting different reasonable causes and solutions for the issues, and hence the wide variance in their ratings of the heuristics.”
© All rights reserved White et al. and/or their publisher
Balaam, Madeline, Fitzpatrick, Geraldine, Good, Judith and Luckin, Rosemary (2010): Exploring affective technologies for the classroom with the subtle stone. In: Proceedings of ACM CHI 2010 Conference on Human Factors in Computing Systems 2010. pp. 1623-1632.
“Constructive emotional experiences are strongly related to effective learning. Yet, it is challenging for teachers, researchers and students alike to understand the emotions experienced in the classroom setting. Advances in wireless and sensor technologies open up possibilities for better supporting emotions. However, little work has explored how affective technologies in the classroom might operate. This paper describes a study where 15 high school students used the Subtle Stone: a tangible technology designed to support students' active emotional communication in the classroom. We report on how the students used and experienced this technology, and the values they demonstrated through this use: flexibility, privacy, agency, voice and reflection. We conclude by examining future possibilities for affective technologies in the classroom.”
© All rights reserved Balaam et al. and/or their publisher
Rowland, Duncan, Porter, Dan, Gibson, Mel, Walker, Kevin, Underwood, Joshua, Luckin, Rose, Smith, Hilary, Fitzpatrick, Geraldine, Good, Judith, Walker, Brendan, Chamberlain, Alan, Egglestone, Stefan Rennick, Marshall, Joe, Schnädelbach, Holger and Benford, Steve (2010): Sequential art for science and CHI. In: Proceedings of ACM CHI 2010 Conference on Human Factors in Computing Systems 2010. pp. 2651-2660.
“This paper illustrates our preliminary studies of new interactive tools that support the generation of sequential art for entertainment, learning and scientific discourse. In the first of two examples, primary school students document a practical science session through the creation of a photostory. In the second, participants in a study on the biological nature of thrill create a souvenir photostory by selecting images from a DVD. The paper is written in a comic-book format to further explore and highlight the communicative capabilities of the medium, one that can be visually attractive and facilitate rapid dissemination to a wide audience.”
© All rights reserved Rowland et al. and/or their publisher
Frauenberger, Christopher, Good, Judith and Keay-Bright, Wendy (2010): Phenomenology, a framework for participatory design. In: Proceedings of the 11th Biennial Participatory Design Conference November, 2010, Sydney, Australia. p. 4.
“The philosophical discipline of phenomenology provides the designer with a framework for studying user experience by affording an intrinsically contextual view of the way we interact with things around us. In this paper we argue that phenomenology also plays a critical role in participatory design when it is undertaken as an interpretive and generative process, mindful of end user experience rather than directed toward the specification of outcomes. We will illustrate this notion through our participatory design work for ECHOES -- a multi-disciplinary research project that aims to create technologically enhanced learning environments for typically developing children and children with high-functioning Autism or Aspergers. We will demonstrate how phenomenological thinking has assisted in the co-creation of ECHOES and has provided a mechanism for interpreting the emergent, creative input from our target population.”
© All rights reserved Frauenberger et al. and/or ACM Press
Good, Judith, Howland, Katherine and Nicholson, Keiron (2010): Young People's Descriptions of Computational Rules in Role-Playing Games: An Empirical Study. In: Hundhausen, Christopher D., Pietriga, Emmanuel, Diaz, Paloma and Rosson, Mary Beth (eds.) IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2010 21-25 September 2010, 2010, Leganés-Madrid, Spain. pp. 67-74.
Ko, Andrew J. and Good, Judith (2009): Democratizing access to computational tools: The 7th annual VL/HCC graduate student consortium. In: IEEE Symposium on Visual Languages and Human-Centric Computing - VL/HCC 2009 20-24 September, 2009, Corvallis, OR, USA. p. 241.
Alsmeyer, Madeline, Luckin, Rosemary and Good, Judith (2008): Developing a novel interface for capturing self reports of affect. In: Proceedings of ACM CHI 2008 Conference on Human Factors in Computing Systems April 5-10, 2008. pp. 2883-2888.
“This paper describes the Subtle Stone, a tangible handheld tool which supports the communication of emotional experience in the classroom. The results of an initial evaluation suggest that this novel interface is easy to use within a busy working context, and renders the concept of emotion more accessible to young learners. The highly adaptable nature of the tool may make it a useful research instrument within other experimental contexts as well as a communication device for different experiential reports.”
© All rights reserved Alsmeyer et al. and/or ACM Press
Good, Judith, Romero, Pablo, Boulay, Benedict Du, Reid, Henry, Howland, Katherine and Robertson, Judy (2008): An embodied interface for teaching computational thinking. In: Proceedings of the 2008 International Conference on Intelligent User Interfaces 2008. pp. 333-336.
“We describe an innovative educational system designed to, firstly, motivate young people to engage with computational concepts and secondly, provide them with tools to do so in an embodied manner. The interface is designed as a "magic mirror" in which users can, through augmented reality technology, take on the role of a character and control the character's movements via their own movements. They are able to record movements, and using a Wii Remote as a mouse and pointing device, organise these movements into sequences. We are now working on ways in which the recorded movements can be manipulated in ways that foster computational thinking.”
© All rights reserved Good et al. and/or ACM Press
Good, Judith and Romero, Pablo (2008): Collaborative and social aspects of software development. In International Journal of Human-Computer Studies, 20 (7) pp. 481-483.
Lalji, Zereh and Good, Judith (2008): Designing new technologies for illiterate populations: A study in mobile phone interface design. In Interacting with Computers, 20 (6) pp. 574-586.
“Designing for illiterate populations involves particular challenges: for a start, the life experiences, needs and expectations of non-elite and illiterate populations in developing nations are likely to be markedly different from those of a designer. To avoid any bias, the creation of new technologies for such groups must develop in continuous partnership with primary users, and include a thorough investigation into their worlds, lives, relationships and concerns. Involving the user throughout the design process can also help in progressively testing and fine-tuning the prototypes by exposing the shortcomings and strengths in the design. In this paper, we report on a study that investigated the design of a mobile phone for illiterate persons. While the study takes a user-centred, incremental design approach, the users' context of use forms the basis for the phone design. Through a discussion which compares key insights from our study with related HCI studies, we have endeavoured to illustrate how findings from our study could be useful in the area of design for non-traditional users.”
© All rights reserved Lalji and Good and/or Elsevier Science
Howland, Katherine, Good, Judith and Robertson, Judy (2006): Script Cards: A Visual Programming Language for Games Authoring by Young People. In: VL-HCC 2006 - IEEE Symposium on Visual Languages and Human-Centric Computing 4-8 September, 2006, Brighton, UK. pp. 181-186.
Robertson, Judy and Good, Judith (2005): Story creation in virtual game worlds. In Communications of the ACM, 48 (1) pp. 61-65.
Robertson, Judy and Good, Judith (2004): Children's narrative development through computer game authoring. In: Proceedings of ACM IDC04: Interaction Design and Children 2004. pp. 57-64.
“Recent research into the educational applications of computer games has focused on the skills which children can develop while playing games. Various benefits of computer game playing have been recorded, such as increased motivation; development of problem solving and discussion skills; and improvement in aspects of story writing. While encouraging children to play appropriately designed computer games can be used to enhance their learning, enabling children to create their own computer games offers a further range of learning opportunities. This paper describes a workshop in which young people learned how to create their own computer role- play games for their friends and family to play. The purpose of the workshop was to give the young people an opportunity to tell stories in the medium of a computer game, and to develop narrative skills such as character creation, plot planning and interactive dialogue writing. Results from this study are used to illustrate the educational benefits of computer games authoring, and to suggest directions for future research in this area.”
© All rights reserved Robertson and Good and/or ACM Press
Good, Judith and Robertson, Judy (2004): Computer games authored by children: a multi-perspective evaluation. In: Proceedings of ACM IDC04: Interaction Design and Children 2004. pp. 123-124.
“The effects of games on learning and skill development are being examined by a number of researchers [1], although with the notable exception of Kafai [3], much research places children in the role of game consumers. In line with a constructionist approach [4], we believe that allowing children to design and implement their own games will lead to deeper learning and transferable skills. We are investigating the relationship between game creation and the development of children's narrative skills. Non-programmers can now create 3D interactive virtual reality role-playing games using toolsets that ship with certain commercial games (e.g. Neverwinter Nights). By adapting these toolsets, and the game content, to children, we could develop game creation environments which allow children to author narrative games by creating settings, characters, a plot structure, and possible dialogues for each character. Given the interactive nature of such dialogue, children would need to create multiple plot threads and associated dialogue. Other children could then play the game, and have a potentially different experience each time the game is played. We believe that these types of environments would have a beneficial effect on the development of narrative skills and overall literacy, and have carried out various pilot studies which look at the process of creating role-playing games by children [2, 5].In this paper, we look at the product of game creation, specifically at 3D interactive virtual reality games created by adolescents using the Neverwinter Nights toolset. We feel it is important to determine whether games which are considered to be good from an educational perspective are also good from the perspective of potential game players. To explore this question, we carried out a multi-faceted qualitative study from three perspectives: children, expert game designers, and teachers. As the basis for interaction with the three target groups, we used created by 10 young people aged 12-15 using the Neverwinter Nights toolset [5]. While examining the games, the interviewees discussed the features of successful games. Although there are clear, and expected, differences in perspective between the three groups, there are also common themes.”
© All rights reserved Good and Robertson and/or ACM Press
Good, Judith and Brna, Paul (2004): Program comprehension and authentic measurement: a scheme for analysing descriptions of programs. In International Journal of Human-Computer Studies, 61 (2) pp. 169-185.
“This paper describes an analysis scheme which was developed to probe the comprehension of computer programming languages by students learning to program. The scheme operates on free-form program summaries, i.e. textual descriptions of a program which are produced in response to minimal instructions by the researcher/experimenter. The scheme has been applied to descriptions of programs written in various languages, and it is felt that the scheme has the potential to be applied to languages of markedly different types (e.g. procedural, object-oriented, event-driven). The paper first discusses the basis for the scheme, before describing the scheme in detail. It then presents examples of the scheme's application, and concludes with a discussion of some open issues.”
© All rights reserved Good and Brna and/or Academic Press
Robertson, Judy and Good, Judith (2003): Ghostwriter: a narrative virtual environment for children. In: Proceedings of ACM IDC03: Interaction Design and Children 2003. pp. 85-91.
“Children find computer games extremely motivating and are often prepared to devote large amounts of leisure time to playing them. UK educational policy makers and practitioners have recently started to explore the educational potential of computer games and to consider how their motivational features can be harnessed within the curriculum. This paper describes a fully implemented virtual role-playing environment, Ghostwriter, designed for educational drama development and writing instruction. Ghostwriter was developed using the commercial game engine Unreal and therefore has the same high quality graphics and audio which children are accustomed to playing with at home. Two separate field studies with Ghostwriter have shown the educational value of the system and have confirmed that children are extremely motivated by it.”
© All rights reserved Robertson and Good and/or ACM Press
Good, Judith and Robertson, Judy (2003): Children's contributions to new technology: the design of AdventureAuthor. In: Proceedings of ACM IDC03: Interaction Design and Children 2003. p. 153.
Good, Judith (1999): VPLs and Novice Program Comprehension: How Do Different Languages Compare?. In: VL 1999 1999. pp. 262-269.
Good, Judith (1996): The "Right" Tool for the Task: An Investigation of External Representations, Program Abstractions and Task Requirements. In: Gray, Wayne D., Boehm-Davis, Deborah A. and Spohrer, James C. (eds.) Empirical Studies of Programmers - Sixth Workshop January 5-7, 1996, 1996, Alexandria, Virginia. pp. 77-98.
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